Mentorship. Portfolio of Evidence NMC PIN: Practice Placement Address: Student Mentor Telephone No.: Supervisor Mentor Name:

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1 Mentorship Portfolio of Evidence Student Mentor Name: University Reg. No.: NMC PIN: Practice Placement Address: Student Mentor Telephone No.: Supervisor Mentor Name: Supervisor Mentor Address: Supervisor Mentor Telephone No.: PEF and Module Coordinator Contact Details: Module Commencement: Module Completion: Supervisor/Student Meetings: Initial; Interim; Final; Portfolio Completed, Verified and Submitted to University: Sign-Off Status Achieved:

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3 Portfolio of Evidence Contents Page Portfolio of Evidence Contents Page... 1 Introduction... 3 What is a Portfolio of Evidence?... 3 Why do it?... 3 Who assesses my Portfolio, and when?... 3 Supervisor Mentor... 3 Student privacy and confidentiality... 3 What counts as evidence?... 4 Principles... 4 What DOES NOT count as evidence?... 4 How Much Evidence is Required?... 4 Record of Completion of Module Component... 4 Range of Possible Types of Evidence... 5 Critical Incident Accounts of Learning/Teaching... 5 Reflective Accounts... 5 Significant Reading... 6 Summaries of Discussion... 6 Domains and Outcomes Required to Underpin Mentorship Establishing effective working relationships Facilitation of learning Assessment and accountability Evaluation of learning Creating an environment for learning Context of practice Evidence-based practice Leadership... 9 Documentation: Documentation that MUST be completed and signed off appropriately: The Accredited Version of the Module: Other Documentation for EXCEPTIONAL Circumstances: Ongoing Documentation:

4 Guidance for Supervisor and Student Mentor re Assessment of Non-Accredited Mentorship Module Placement Documentation Forms Learning Contract Initial Review Interim Review with Supervisor Mentor Final Review with Supervisor Mentor Guide to Completion of Module Component Module Component Learning Log Practice Domain/Outcome Mapping Form Criteria for Achievement of Outcomes for NMC Standards Verification of Achievement of Learning in Practice, Face-to-face Attendance and NMC Mentor Outcomes Completion of outstanding components of module Assessment of Sign-Off Status Evidence for Triennial Review References Appendix 1 Cause for Concern

5 Introduction What is a Portfolio of Evidence? A Portfolio of Evidence is a structured account of your professional achievements. The Portfolio covers work undertaken across all aspects of the module, both practice and theory. The focus during this module will be the achievement of the stated NMC mentor Domains/Outcomes. Why do it? There are two basic reasons for creating a Portfolio of Evidence. The first is to be able to claim achievement of the NMC mentor outcomes. The second is that the processes involved in documenting achievement, and in making the claim, will help you develop into a mentor who is confident in her/his practice. A large component of the module is carried out in your clinical area under the guidance of your Supervisor Mentor. During this time, you will need to complete all the designated activities and relate them to the theoretical component of the module. In order to ensure you have met all the NMC mentor outcomes, a triangulated approach is adopted using the portfolio. You need to produce good quality evidence which clearly demonstrates you have linked the knowledge and skills you are gaining in practice to the theoretical components in the module. Who assesses my Portfolio, and when? The first person to assess the Portfolio of Evidence is you. You need to understand your own case for a claim of completion of outcomes. You will present that case to your Supervisor Mentor for verification. A Department Tutor will also see your Portfolio, and it may be seen by the External Examiner. For those students undertaking the accredited form of the module, your Extended Portfolio of Evidence will be marked by a Department Tutor, and may be seen by the External Examiner. Supervisor Mentor Your supervisor is a mentor on the local register of mentors. He/she will provide you with the equivalent of 37½ hours supervision, support and opportunities to develop as a mentor yourself. It will be necessary to highlight the identity of the Supervisor Mentor for the purpose of verification, but the confidentiality of learners and of patients must be maintained. Student privacy and confidentiality Supervisor Mentors, Practice Education Facilitators and Tutors will, under normal circumstances, keep the contents of your Portfolio of Evidence confidential, only sharing information in it with others involved in your module. From time to time, this will include the module co-ordinator and external examiner. Only under exceptional circumstances might information from your Portfolio be shared with other professionals. You are encouraged to keep a reflective diary, and this may be where you initially capture much of the evidence for the Portfolio. Your reflective diary is private; no other person has the right to look at it. However, you can choose to transfer evidence from your reflective diary to the Portfolio if you want to use it towards a claim of achievement of outcomes. 3

6 What counts as evidence? A Portfolio of Evidence is about your own work and achievement. Some general principles are stated below, with examples of evidence in the next section. Principles 1. If it is not processed by you, it is not evidence. 2. If there is no evidence of processing by you, it is not evidence. 3. The Portfolio of Evidence content has to be mapped against NMC Mentor Outcomes contained in the 8 Domains of the Standards to support learning and assessment in practice (NMC 2006). Therefore, the standard of presentation must facilitate this mapping. A form is provided on which to record each component of the module (attended sessions, self-study days and practice activities). 4. The quality of evidence matters more than the quantity of evidence. 5. A single piece of evidence, of appropriate quality and scope, may contribute towards your claim in more than one domain/outcome. What DOES NOT count as evidence? Although you may well collect some of the following material over the life of the module, please do not include it in the Portfolio of Evidence: Photocopied articles from journals Work which has not been produced by you Information produced by Trusts/Health Boards or other agencies such as protocols, standards, audits, unless you were instrumental in writing these Patient/client information from practices/clinics or other agencies Anything which cannot be clearly linked to your learning experience or which has not been subject to analysis or evaluation by yourself. Such material can be useful, but should be kept separate from your Portfolio. How Much Evidence is Required? The amount of evidence needed to meet all NMC outcomes is difficult to quantify, but a minimum of 23 Module Component forms is required. The quality of the links between theory and practice are infinitely more important than the amount of evidence produced, so cross-referencing to link practice session and theory sessions is important. Mapping is the systematic matching of your Portfolio of Evidence content to the NMC Mentor Outcomes. Record of Completion of Module Component There are 23 components to the module. These consist of; 12 teaching sessions on the 3 attendance days, 2 self study days and 9 Practice Activities. A standardised form is provided on which to record your experience. The minimum requirement for this Portfolio is one Module Component form for each of the components. For midwifery Student Mentors, there is a 24 th component relating to sign-off status; completion of Practice Activity 10. 4

7 Range of Possible Types of Evidence Whatever type of evidence you use, it is important that you demonstrate in your work the knowledge and skills you are developing in practice, which you then need to relate to the theoretical component of the programme using an analytical approach. The information on the form may report/discuss/analyse different kinds of evidence. It may be presented in a number of ways and can be supplemented by additional material. Some examples are given below, but this is not an exhaustive list: Activities undertaken with a learner Completion of practice and/or scenario focused activities: SWOT analysis (Strengths, Weaknesses, Opportunities and Threats) Action plans Critical incident reporting and analysis Reflective accounts Significant reading Peer and student review Education meetings e.g. sessions attended, learning sets etc Risk assessment Observation of practice Summaries of discussions Assessment feedback To expand on some of these examples; Critical Incident Accounts of Learning/Teaching These are often accounts of actual mentoring practice. They have a value in their own right. It can be extremely difficult just to identify what has actually happened and what is happening, without embellishing from one s own mind and expectations. Accounts at a distance of time are often sanitised by memory. A single incident, roughly recorded at the time, will often give a better basis for critique of learning/ teaching than looking back at the generality of learning/teaching with the benefit of hindsight. Records of these kinds of incidents often progress into reflective accounts. Reflective Accounts For reflection to take place, some sort of experience (either positive or negative) has to be captured, usually in writing. The main purpose of reflective thinking is to help you to identify what you learned from your experience and demonstrate how this relates to the theory you have read about the subject. In your reflective accounts, you need to access ideas and information from literature to challenge your own perceptions. Being able to reflect critically is a key skill for professional practice. This is an opportunity for the student mentor to re-examine her/his own reflective practice, but with a new dimension. How does a mentor encourage and facilitate the reflective 5

8 practice of others? In particular, how does a mentor encourage and facilitate the reflective practice of pre-registration students, where students differ in learning styles, level of critical development and stage of their programme? The understanding of ones own reflection is enhanced by aiding the reflection of others. Two commonly used models are Gibbs (1988) or Johns (1993). Other examples are Johns and Freshwater (1998) and Schön (1983, 1987). You are advised to use (and cite) such a model to help structure your reflective accounts. Guidance is available in the Mentoring Pack (MPBLW 2006) and extensive materials dealing with reflection, and its use with pre-registration students, are available via the mentor website. Significant Reading A significant reading form is provided as a template which requests some information about relevant literature you have read. This includes a reference, a summary of the main issues and most importantly the relevance of its application to your mentoring practice and how this relates to the competency which you are claiming. Summaries of Discussion This evidence demonstrates a summary of learning through discussion with your Supervisor Mentor, the learner or others. Debriefing after episodes of mentoring/teaching is quite important, and may be a feature of several practice activities. Where relevant, linkage should be established between the theoretical and practice elements of the module. Evidence (with the exception of Significant Reading) should be supported with current relevant literature wherever possible. The Harvard referencing system must be used. Remember, the onus is on you to demonstrate your achievement of the required outcomes to your Supervisor Mentor and your tutor. 6

9 Significant Reading Summary Form Author: Year Published: Title: Journal/Publisher: Summary of main issues: Main area of application/significance to practice: 7

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11 Domains and Outcomes Required to Underpin Mentorship The Domains and Outcomes of the Standards for mentors to support learning and assessment in practice have been determined by the NMC (2006). These have been mapped to the module content, the NES National Curriculum Framework (2007) and the Knowledge and Skills Framework (Scottish Executive 2004). This mapping can be found in Appendix One of the Student Mentor Handbook. The NMC Domains and Outcomes are listed below, and a form is provided for Student Mentors to map their own experience against the outcomes. This mapping must be signed by the Student Mentor, and verified by the Supervisor Mentor. 1. Establishing effective working relationships 1.1 Develop effective working relationships based on trust and respect 1.2 Demonstrate an understanding of factors that influence how students integrate into practice settings 1.3 Provide ongoing and constructive support to facilitate transition from one learning environment to another 2. Facilitation of learning 2.1 Use knowledge of the student s stage of learning to select appropriate learning opportunities to meet their individual needs 2.2 Facilitate selection of appropriate learning strategies to integrate learning from practice and academic experiences 2.3 Support students in critically reflecting upon their learning experiences in order to enhance future learning 3. Assessment and accountability 3.1 Foster professional growth, personal development and accountability through support of students in practice 3.2 Demonstrate a breadth of understanding of assessment strategies and the ability to contribute to the total assessment process as part of the teaching team 3.3 Provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so they may either enhance their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this for their future 3.4 Be accountable for confirming that students have met, or not met, the NMC competencies in practice. As a sign-off mentor confirm that students have met, or not met, the NMC standards of proficiency in practice and are capable of safe and effective practice 8

12 4. Evaluation of learning 4.1 Contribute to evaluation of student learning and assessment experiences proposing aspects for change as a result of such evaluation 4.2 Participate in self and peer evaluation to facilitate personal development, and contribute to the development of others 5. Creating an environment for learning 5.1 Support students to identify both learning needs and experiences that are appropriate to their level of learning 5.2 Use a range of learning experiences, involving patients, clients, carers and the professional team, to meet defined learning needs 5.3 Identify aspects of the learning environment which could be enhanced negotiating with others to make appropriate changes 5.4 Act as a resource to facilitate personal and professional development of others 6. Context of practice 6.1 Contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated 6.2 Set and maintain professional boundaries that are sufficiently flexible for providing interprofessional care 6.3 Initiate and respond to practice developments to ensure safe and effective care is achieved and an effective learning environment is maintained. 7. Evidence-based practice 7.1 Identify and apply research and evidence-based practice to their area of practice 7.2 Contribute to strategies to increase or review the evidence base used to support practice 7.3 Support students in applying an evidence base to their own practice 8. Leadership 8.1 Plan a series of learning experiences that will meet students defined learning needs 8.2 Be an advocate for students to support them accessing learning opportunities that meet their individuals needs involving a range of other professionals, patients, clients and carers 9

13 8.3 Prioritise work to accommodate support of students within their practice roles 8.4 Provide feedback about the effectiveness of learning and assessment in practice. 10

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15 Documentation: Documentation that MUST be completed and signed off appropriately: 1. Personal, Supervisor Mentor and Module details (first page of Portfolio). 2. Learning Contract/Action Plan (Initial Review). 3. Record of Interim and Final meetings with the Supervisor Mentor. 4. A minimum of 23 1 Module Component forms, with or without supplementary material. Midwifery Student Mentors must complete a 24 th component in relation to sign off. 5. The Log of practice hours. This must contain a minimum of 37½ hours in practice on specific mentor activity. 6. Mapping of Portfolio of Evidence against Domains/Outcomes. 7. Verification of Achievement of Mentor Outcomes. The Accredited Version of the Module: In addition to the above; 1. From the 23 Module Component forms, 2 specific components will be chosen for expansion with 1,250 word essays. The two components will vary for each run of the module. 2. An Assignment Cover sheet should be completed for submission with the expanded Portfolio. Other Documentation for EXCEPTIONAL Circumstances: 1. Completion of outstanding module components with Action Plan. 2. Cause for Concern form, with Action Plan. Ongoing Documentation: 1. Assessment of Sign-Off Status. 2. Evidence for Triennial Review. These two forms are to be used as organisers for documenting ongoing developments in sign-off status and for keeping up to date with evidence for triennial review. Midwifery Student Mentors need to complete the sign-off form in order to be added to the local register as mentors. 1 The 23 component to the module are; 12 teaching sessions on the 3 attendance days, 2 self study days and 9 Practice Activities. The 24 th component for midwifery is Practice Activity

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17 Guidance for Supervisor and Student Mentor re Assessment of Non-Accredited Mentorship Module The non-accredited Mentorship Module is assessed as either pass or fail only. The whole module will be: Verified by log and academic attendance Self-assessed with the Portfolio of Evidence by Student Mentor Verified by the Supervisor Mentor Quality assured by the Department of Nursing and Midwifery. (NES 2007: 23) The Student Mentor is a registered practitioner accountable for the accuracy of the records kept. It is not the role of the Supervisor Mentor to check the accuracy of records. The Initial Review and Learning Contract, the Interim Review and the Final Review are opportunities to reflect on, direct and monitor progress. Log and Academic Attendance A form is available on which the Student Mentor can log the required 37½ hours of appropriate practice, derived from the Practice Activities. The Supervisor Mentor, from direct and indirect observation, will verify that appropriate hours have been logged to meet the requirements of the Standards. The Module Coordinator will verify the Student Mentor has attended the 3 taught days. Portfolio of Evidence The quantity of evidence required is clear; the 23 Module Components (24 for midwifery Student Mentors). The minimum standard for the quality of evidence is explained in the Criteria for Achievement of Outcomes, which are at SCQF Level 9. Level 9 requires evidence to be presented coherently (well structured) and with supporting evidence clearly identified in a recognised format (literature, etc, is cited and properly referenced). The Degree Handbook (available at contains information on referencing and SCQF Levels. The Student Mentor maps the evidence from the components to the NMC Standards using the form provided. The Student Mentor is responsible for making the case to the Supervisor Mentor that the module experience fully maps to the outcomes. The Criteria for Achievement of Outcomes includes application to practice. There is a section on the Domain/Outcome Mapping form where the Supervisor Mentor should verify that the Domain has been achieved in practice, by direct and indirect observation and discussion. Indirect observation refers to reports from other nursing and/or interprofessional staff who mentor students. Discussion between the Student Mentor and the supervisor mentor may be necessary to elicit the knowledge supporting observed practice. 12

18 It would be helpful if, in the section about practice, brief examples of actual practice are outlined, to justify pass or fail. Failure in any Domain will require follow-up by either the Completion of Outstanding Module Components or Cause for Concern. Quality Assurance Quality assurance in relation to assessment of the non-accredited module is provided in three ways. The first of these is the support provided to the supervisor and Student Mentors, the second is with the internal moderation provided by tutors and the third is by external examiner. Support: Practice Education Facilitators will continue to be available to Student Mentors and supervisor mentors for advice and practical help. The module coordinator can also be consulted. It is also possible to queries to the Department via the Contacts Page on the Information for Mentors website ( Internal Moderation: The Standards from NMC have increased the demands on all mentors. Mentors now need to make decisions in much greater depth about the overall progress of students in relation to Outcomes/Competencies, including the standard of evidence used to support progress decisions. The Department recognises that it will take some time for some mentors to gain confidence in judging the standard of a full Portfolio of Evidence. The Mentorship Preparation Module will help address this issue, but for now quality assurance will be maintained by the assistance of Department tutors. Portfolios of Evidence will also be verified by Departmental tutors, using the Criteria for Achievement of Outcomes. Feedback will be provided to Supervisor Mentors. Supervisor Mentors should alert the module coordinator to any difficulties with verifying the Portfolio of Evidence. External Moderation: A sample of Portfolios will be sent to the External Examiner. The Department Module Verification Board will ratify pass/fail decisions. In normal circumstances, student Mentors will have an opportunity to retrieve a fail. 13

19 Placement Documentation Forms 14

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21 Learning Contract Initial Review The learning contract is between the Student Mentor and the Supervisor Mentor. This consists of an Action Plan with regard to how learning needs might be addressed and NMC Mentor Outcomes achieved. Identified Learning Needs: Action Plan: Supervisor Mentor s Signature: Date: Student Mentor s Signature: Date: 15

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23 Interim Review with Supervisor Mentor This section should be completed jointly by Student Mentor and the Supervisor Mentor at the middle point of the practice experience. Reference should be made to the Action Plan with regard to progress on learning needs and achievement of NMC Mentor Outcomes. The Action Plan should be modified if necessary. Comments: Supervisor Mentor s Signature: Date: Student Mentor s Signature: Date: 16

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25 Final Review with Supervisor Mentor This section should be completed by the Supervisor Mentor and discussed with the Student Mentor towards the end of the practice experience. Reference should again be made to the Action Plan with regard to achievement of the NMC Mentor Outcomes. Comments: Supervisor Mentor s Signature: Date: Student Mentor s Signature: Date: 17

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27 Guide to Completion of Module Component Record Number: Code as R1, R2, etc. Module Component: D1.1, SD1, A1, etc. Date: Type of Evidence: Here you should state the broad category of evidence, such as Reflective Account Description: (Any supplementary material?) A succinct description of events can be given here. Alternatively, a description of supplementary material may be given, or both. Analysis: Critical analysis should be given here, with the aid of the literature if appropriate. List the Outcomes being claimed and briefly state for each how this evidence relates to the claim: Here you should explain how the evidence presented relates to achievement of the NMC Mentor Outcomes. Any other evidence which this links to? If this piece of evidence is directly linked to another piece of evidence, include the mapping code and a brief explanation of the link. This may be particularly relevant in linking attended or self directed sessions to practice activities, and vice versa. 18

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29 Module Component Record Number: Module Component: Date: Type of Evidence: Description: (Any supplementary material?) Analysis: List the Outcomes being claimed and briefly state for each how this evidence relates to the claim: Any other evidence which this links to? 19

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31 Learning Log Practice ACTIVITY Time Allocated Date Supervisor Mentor Signature Date 20

32 ACTIVITY Time Allocated Date Supervisor Mentor Signature Date Please make additional copies of these if required 21

33 Domain/Outcome Mapping Form Completion of mapping on this form is the responsibility of the Student Mentor. The Supervisor Mentor should comment on direct/indirect observation and discussion of practice for each Domain of the NMC Standards. Give (brief) specific examples of practice wherever possible. Comment may be made re strengths and areas for improvement. Continue on a separate sheet, if necessary. Note that failing any Domain will require follow-up by either Completion of Outstanding Module Components or Cause for Concern. Domain 1. Establishing effective working relationships Outcome Portfolio of Evidence Reference 1.1 Develop effective working relationships based on trust and respect Signature of Student Mentor Signature of Supervisor Mentor Date 1.2 Demonstrate an understanding of factors that influence how students integrate into practice settings 1.3 Provide ongoing and constructive support to facilitate transition from one learning environment to another Observation by supervisor of Student Mentor practice: Pass/Fail Domain? Supervisor Mentor Sign: Student Mentor Sign: Date: 22

34 Domain 2. Facilitation of learning Outcome Portfolio of Evidence Reference 2.1 Use knowledge of the student s stage of learning to select appropriate learning opportunities to meet their individual needs Signature of Student Mentor Signature of Supervisor Mentor Date 2.2 Facilitate selection of appropriate learning strategies to integrate learning from practice and academic experiences 2.3 Support students in critically reflecting upon their learning experiences in order to enhance future learning Observation by supervisor of Student Mentor practice: Pass/Fail Domain? Supervisor Mentor Sign: Student Mentor Sign: Date: 23

35 Domain 3. Assessment and accountability Outcome Portfolio of Evidence Reference 3.1 Foster professional growth, personal development and accountability through support of students in practice Signature of Student Mentor Signature of Supervisor Mentor Date 3.2 Demonstrate a breadth of understanding of assessment strategies and the ability to contribute to the total assessment process as part of the teaching team 3.3 Provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so they may either enhance their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this for their future 3.4 Be accountable for confirming that students have met, or not met, the NMC competencies in practice. As a sign-off mentor confirm that students have met, or not met, the NMC standards of proficiency in practice and are capable of safe and effective practice Observation by supervisor of Student Mentor practice: Pass/Fail Domain? Supervisor Mentor Sign: Student Mentor Sign: Date: 24

36 Domain 4. Evaluation of learning Outcome Portfolio of Evidence Reference 4.1 Contribute to evaluation of student learning and assessment experiences proposing aspects for change as a result of such evaluation Signature of Student Mentor Signature of Supervisor Mentor Date 4.2 Participate in self and peer evaluation to facilitate personal development, and contribute to the development of others Observation by supervisor of Student Mentor practice: Pass/Fail Domain? Supervisor Mentor Sign: Student Mentor Sign: Date: 25

37 Domain 5. Creating an environment for learning Outcome Portfolio of Evidence Reference 5.1 Support students to identify both learning needs and experiences that are appropriate to their level of learning Signature of Student Mentor Signature of Supervisor Mentor Date 5.2 Use a range of learning experiences, involving patients, clients, carers and the professional team, to meet defined learning needs 5.3 Identify aspects of the learning environment which could be enhanced negotiating with others to make appropriate changes 5.4 Act as a resource to facilitate personal and professional development of others Observation by supervisor of Student Mentor practice: Pass/Fail Domain? Supervisor Mentor Sign: Student Mentor Sign: Date: 26

38 Domain 6. Context of practice Outcome Portfolio of Evidence Reference 6.1 Contribute to the development of an environment in which effective practice is fostered, implemented, evaluated and disseminated Signature of Student Mentor Signature of Supervisor Mentor Date 6.2 Set and maintain professional boundaries that are sufficiently flexible for providing interprofessional care 6.3 Initiate and respond to practice developments to ensure safe and effective care is achieved and an effective learning environment is maintained. Observation by supervisor of Student Mentor practice: Pass/Fail Domain? Supervisor Mentor Sign: Student Mentor Sign: Date: 27

39 Domain 7. Evidence-based practice Outcome Portfolio of Evidence Reference 7.1 Identify and apply research and evidence-based practice to their area of practice Signature of Student Mentor Signature of Supervisor Mentor Date 7.2 Contribute to strategies to increase or review the evidence base used to support practice 7.3 Support students in applying an evidence base to their own practice Observation by supervisor of Student Mentor practice: Pass/Fail Domain? Supervisor Mentor Sign: Student Mentor Sign: Date: 28

40 Domain 8. Leadership Outcome 8.1 Plan a series of learning experiences that will meet students defined learning needs Portfolio of Evidence Reference Signature of Student Mentor Signature of Supervisor Mentor Date 8.2 Be an advocate for students to support them accessing learning opportunities that meet their individuals needs involving a range of other professionals, patients, clients and carers 8.3 Prioritise work to accommodate support of students within their practice roles 8.4 Provide feedback about the effectiveness of learning and assessment in practice Observation by supervisor of Student Mentor practice: Pass/Fail Domain? Supervisor Mentor Sign: Student Mentor Sign: Date: 29

41 Portfolio of Evidence Criteria for Achievement of Outcomes for NMC Standards Apply the following criteria to individual components and the totality of components; SCQF Level 9 Pass Fail Structure and Content Component(s) are well structured and logical, with practice, theory and discussion which is relevant to the outcomes Structure poor and component(s) fail to reflect practice, theory and discussion which is relevant to the outcomes Knowledge and Understanding Application to Practice Discusses key issues, providing evidence of knowledge and understanding and, where appropriate, recognising alternative views Demonstrates the application of mentoring skills in practice (direct and indirect observation by and discussion with Supervisor Mentor) Fails to give evidence of key issues Fails to demonstrate appropriate mentoring skills in practice Literature Selection and Referencing Demonstrates relevant reading which is reflected in the evidence samples. Referencing adheres to the approved system Fails to demonstrate relevant reading 30

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43 Verification of Achievement of Learning in Practice, Face-to-face Attendance and NMC Mentor Outcomes The Student Mentor has completed 37½ hours learning in practice: The Student Mentor has achieved all NMC Mentor Outcomes in Practice: Signature of Supervisor Mentor: Signature of Student Mentor: Yes Yes Date: Date: No No The Student Mentor has attended all the taught days: Yes No The Student Mentor has achieved all NMC Mentor Outcomes: Signature of Tutor: Signature of Student Mentor: Yes Date: Date: No An action plan, agreed by the Student Mentor, the Supervisor Mentor and PEF/tutor, must be completed where the Student Mentor has not achieved all outcomes, has not completed 37½ hours learning in practice or not attended taught days. 31

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45 Completion of outstanding components of module Learning Contract all module components must be completed. Hours to be made up? Practice: Theory: Identified Outstanding Components: Action Plan (with dates): The outstanding components have been satisfactorily completed and logged/mapped. Supervisor/PEF/Tutor Signature: Date: Student Signature: Date: 32

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47 Assessment of Sign-Off Status To achieve sign-off status, the mentor must be on the local register of mentors and fulfil the following criteria on three occasions (tick the boxes): Be a registered nurse within the same branch as the student they are signing off or be a registered midwife, if signing off a midwifery student, and be working in the same field of practice. Understand the NMC registration requirements and the contribution made by mentors to meet these requirements. Understand the specific programme the student nurse/midwife is following. Understand their professional accountability in relation to the decision to pass, defer or fail a student when assessing proficiency requirements at the end of a programme. Demonstrate the use of a range of evidence to make safe judgements about a student s capability for safe and effective practice without supervision. Provide constructive feedback including, where appropriate, the management of failing students. Complete assessment documentation in line with HEI and NMC guidelines. Understand the support available for sign-off mentors in making decisions around assessment of proficiency. Understand the support available to students in relation to decisions made around their proficiency. 1 st 2 nd 3 rd First assessment: Mentor Signature: Sign-Off Mentor Signature: Date: Second assessment: Mentor Signature: Sign-Off Mentor Signature: Date: Third & final assessment: Mentor Signature: Sign-Off Mentor Signature: Date: 33

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49 Evidence for Triennial Review Start Date for 3 Year Cycle: Mentoring Students (at least 2 in three years): Triennial Review Due: Year One: Year Two: Year Three: Participated in Annual Updates, including an opportunity to meet and explore assessment and supervision issues with other mentors: Year One: Year Two: Year Three: Explore as a group activity the validity and reliability of judgements made when assessing practice in challenging circumstances: Year One: Year Two: Year Three: Map ongoing development in their role against the current NMC mentor standards: Year One: Year Two: Year Three: 34

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51 References Flying Start NHS Gibbs G (1988) Learning by Doing. A Guide to Teaching and Learning Methods. Oxford Polytechnic, Further Education Unit: Oxford. Johns C (1993) Professional supervision. Journal of Nursing Management, 1: Johns C and Freshwater D (eds) (1998) Transforming Nursing Through Reflective Practice. Blackwell Science Ltd: Oxford. Making Practice Based Learning Work (MPBLW) (2006) Mentoring; A resource for those who facilitate placement learning. Oxford Brookes University: Oxford. Making Practice Based Learning Work (MPBLW) (2007) Making Practice Based Learning Work Website. [Last accessed 8/10/07]. NHS Education Scotland (NES) (2007) National Approach to Mentorship Preparation for Nurses and Midwives Core Curriculum Framework. Edinburgh: NES. Nursing and Midwifery Council (NMC) (2006) Standards to support learning and assessment in practice. London: NMC. Schön D (1983) The Reflective Practitioner: How professionals think in action. Arena Publishing: Boston. Schön D (1987) Educating the Reflective Practitioner. Jossey-Bass: Oxford. Scottish Executive (2004) The NHS Knowledge and Skills Framework and the Development Review Process. Edinburgh: Scottish Executive. 35

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53 Appendix 1 Cause for Concern Issues or concerns may arise with the Student Mentor that the Supervisor Mentor foresees as being problematic for the Student Mentor s success or progress. In such circumstances Supervisor Mentors are encouraged to approach the Student Mentor and take action early, ideally before the Interim Review. The Supervisor Mentor approaches the Student Mentor about the issues/concerns and a Cause for Concern Action Plan is completed along with the Student Mentor. This process may require the assistance of the Module Coordinator, designated member of staff or Practice Education Facilitator. The Cause for Concern Action Plan and a record of this meeting should be kept in the Student Mentor s Portfolio of Evidence and a copy forwarded to the Module Coordinator by the Supervisor Mentor. All stages of the process should be clearly documented with signatures and dates from the Student Mentor and Supervisor Mentor. The Student Mentor should not be presented with a Cause for Concern at the Final Assessment unless it has been raised and documented with the Student Mentor prior to this. It is vital that the Student Mentor is given the opportunity, through guidance, support and a realistic plan of action, to resolve the cause for concern. Cause for Concern - Process and Progress: This Action Plan will result in the following: 1. The issue or concern resolved and no further action required. 2. The cause for concern not fully resolved. The module coordinator/pef/ should be contacted to decide on further action which may involve the practice line manager. Stages 1 and 2 may be repeated once more. Concern identified by supervisor Supervisor Mentor approaches student about concern Action plan completed if necessary with Module coordinator, designated member of staff or PEF. Concern resolved No further action Concern remains unresolved Continued/new action plan and process repeated Fails to complete Mentorship Preparation Module 36

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55 CAUSE FOR CONCERN ACTION PLAN Mentor Student Name (Print): CONCERN AGREED ACTION Explicitly state how the issues are to be resolved REVIEW DATE Identify an agreed timescale CONCERN RESOLVED: YES / NO IF NO: Contact Module Coordinator/PEF to decide on further action Supervisor Mentor Signature: Date: Student Mentor Signature: Date: 37

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